Modifying and hedging one's claims appropriately is an important characteristic of academic writing. This study focuses on the three main English modal verbs used to express "epistemic possibility" to avoid making strong statements, viz., "may", "might", and "could". The purpose of this corpus-based study is…

Usage-based theories hold that mental representation of language is shaped by a lifetime of usage. Both input to which first language (L1) and second language (L2) users are exposed and their own language production affect their construction learning and entrenchment. The present study investigates L2 users' knowledge of two…

This research-based, highly practical volume presents ways teachers and schools can accelerate literacy achievement with bilingual K-6 students in both English and their home languages. Georgia Earnest García shares innovative instructional strategies for students with different language backgrounds in multiple settings--bilingual/ESL classrooms,…

Despite burgeoning research on translanguaging in education, research on translanguaging approaches to literacy education has lagged behind that of research on oral translanguaging in education. Hence, this article investigates what translanguaging strategies six multilingual newly arrived students used in the production of an academic text, and…

Students' engagement in writing mediates their academic literacy development as they become initiated and socialized into disciplinary communities. With a focus on the mediating role of writing, the present study investigates the ways in which two L2 students forge an early understanding of academic discourse when they carry out writing tasks…

This study examines how supervisory feedback facilitates doctoral students' academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text…

While previous research has documented the challenges international students face during their graduate level study in U.S. universities (Casanave and Li, 2008), less is known about the graduate students at English-medium universities, which are common in non-English dominant (EFL) contexts. To address this gap in the literature, this exploratory…

While the use of metadiscourse in L2 writing has received considerable attention in the past, little effort has been made to examine how L2 writers' use of metadiscourse in academic writing has evolved over time. In addressing this, the present study explored a diachronic evolution of interactional metadiscourse in research articles (RAs)…

This study examined the differences and similarities among the writing of three types of developmental English and advanced ESL United States community college students, comparing the writing of resident English learners (RL2), whose home language was not English but who attended United States public schools for five years or more, to that of…

The notion of language proficiency in English Language Teaching (ELT), as an internationalized educational enterprise, has tended to be operationalized in terms of stable lexicogrammar and enduring normative patterns of social use. It will be argued that this 'established' stability has been challenged by the scholarship in several fields of…

Academic speech in the higher education community is an important form of communication and connection for scholars. Metacognition of academic speech for international multilingual graduate students is an understudied area. The purpose of the current study was to understand metacognition during academic speech for international multilingual…

Writing native-like has always been a primary purpose for non-native writers of English and, accordingly, many language components have been investigated to develop writers' fluency. One of these language components is syntactic complexity (SC), which is often regarded as a reliable way to grade any texts from easy to difficult. This study aims to…

This article reports the results of a study that explored Thai EFL learners' repertoire of congruent and incongruent academic English (L2) collocations in relation to their native-Thai language (L1) and academic experience. Eighty Thai tertiary students performed a gap-filling translation test on 15 congruent and 15 incongruent collocations by…

The purpose of the current study was to examine the frequently used boosters in academic articles written by Native (NESs) and Non-native (NNESs) Speakers of English (Turkish researchers) in the field of English Language Teaching. Investigating whether differences exist in the use of these markers between NESs and NNESs' academic articles was…

Several language dichotomies -- particularly the pervasive idea that "academic" language distinctly contrasts with "social" language -- have dominated teachers' thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language…